Behavior Problems in the Classroom:
Can Character Education Improve It?
Action Research Paper: EDU 702.22/Spring 2010
By Jacqueline Holzer
Table of Contents
o
o
Abstract
Introduction
o
o
o
o
Statement of the Problem
4
Review of Related Literature 5- 11
Statement of Hypothesis
12
Method
o
o
o
o
Participants
Instrument
Experimental Design
Procedure
13
14
Table of Contents Continued...
o
o
o
o
o
Results
Discussion
Implications
References
Appendices
o
o
o
Appendix A
Appendix B
Appendix C
15-17
18
Statement of the Problem
With positive character not being effectively enforced
within the school, as well as within the home, the school
environment is becoming challenged. Teachers
constantly deal with disruptive behavior in a classroom,
thereby taking away from the teaching time. Some
students may not be aware of why they are behaving a
certain way, while others are aware and just don’t care.
Children need guidance and with Character Education
they are introduced to areas such as moral, respect and
integrity. The researcher believes through character
education students will grow into mature and respectful
individuals, thinking about their actions before hand
and/or resolving problems in the appropriate manner.
Review of Related Literature:
Prior Research
o
Although there is no thorough data, character education
can produce positive results
o
o
Children see their surrounding world and develop their
character based on what they see and what they are
taught
o
o
(Winton, 2008; Skaggs & Bodenhorn, 2006)
(Rynders, 2006; Brannon, 2008)
97% of teachers agreed that schools need discipline and
behavior to grow
o
o
(Public Agenda, 2004)
“Gradually students come to feel no moral discredit in
rule violation and grow unresponsive to discipline”
o
(Goodman, 2007)
Review of Related Literature:
Pros
o
By teaching students how to handle and address a potential
problematic situation they are able to better control their lives
o
o
Peaceable Magnet School: Teachers and staff saw a difference in
attitudes and behaviors in students as they discussed and
explored “peace”
o
o
(Celia & Anstine, 1999)
“A teacher who is motivated and persistent regarding character
education is likely to believe in his or how own ability to build
students’ character and the ability of teachers in general to
overcome negative influences outside of the classroom”
o
o
(Rynders, 2006; Gable, Hester, Hester & Hendrickson, 2005; McArthur, 2002)
(Milson & Mehlig, 2002; Varham, 2005b)
“Citizens are realizing that a society cannot operate unless its citizens
follow certain moral principals, and schools are realizing that without
character education, which can help establish a good learning
environment, education itself may not be effective”
o
(Davis, 2006)
Review of Related Literature
Cons
o Each community has different values they believe in
o
(Bulach, 2002)
o “Character Education teaches students to do the right thing for the
wrong reason”
o
(Davis, 2003)
o “We cannot force the issue of character development. We can only
reinforce the appropriate components of character when we have
the opportunity to observe them in action”
o
(Milliren & Messer, 2009)
Review of Related Literature
Current Instructional Strategies
o “Character Counts!”: trustworthiness, respect, responsibility,
fairness, caring, and citizenship
o
(Rynders, 2006; Barton, Richard & Wenglinsky, 1998)
o “PRIDE”: address both moral and performance character concerns
o
o
o
o
o
Monday: Plan for Success
Tuesday: Reading
Wednesday: Improve your grades
Thursday: Develop your character
Friday: Enjoy your day
o
(Butler-Banks, 2010)
o “Alternative Dispute Resolution”: negotiation and mediation. Peer
Mediation: positive side of conflict, provide structure to handle conflicts, teach
responsibility, develop life skills, promote understanding & sensitivity, higher level of
citizenship, reduce disciple, increase teaching time
o
(Varnham, 2005a)
Review of Related Literature
Current Instructional Strategies
o “Character Matters! And The CEP”: Tolerance, respect, caring and
love for one another is practiced, taught and learned
o
(Winton, 2008)
o “Grimm Approach”: Fairy Tales by the Grimm Brothers
(Cinderella, Hansel & Gretel). Include moral law and general types
of human experiences
o
(Bryan, 2005)
o Character through Social Studies: Expose students to how women
and men of our history were faced with difficult, challenging
situations and how they overcame it through truth, integrity,
honesty and loyalty
o
(Sanchez, 2006; Ellenwood, 2006)
Review of Related Literature
Current Instructional Strategies
o “Judicious Discipline”: use “the language of citizenship rights and
responsibilities into class meeting to teach positive goal setting and
peaceful conflict resolution”
o
(Landau & Gathercoal, 2000)
o Character Education goal: “to help young people understand, care
about and act upon core ethical values”
o
(Davis, 2006)
Review of Related Literature
Theorist
o Maria Montessori & Lawrence Kohlberg
o children develop character by exploring and making free
choices
o
(Brimi ,2009; Vardin, 2003)
o Maslow: Hierarchy of Basic Needs: the need of the individual to
fulfill physiological requirements
o
(Smith, 2001)
o Dr. Thomas Linkona: “Eleven Principals of Character Education
Effectiveness”
o
(Bulach, 2002)
Statement of Hypothesis
HR1: By implementing character education in P.S. X, twice a week
over a six week period, a positive and safe environment will
occur, resulting in a decrease in behavioral problems
This will be tested through classroom observations, read aloud’s, class
discussions and activities, discipline referrals and completed
surveys
Participants
Two second grade common branch classes in two NYC Public Schools
Classroom 1
o 24 students
o 1 teacher
o Implement Character Ed
Classroom 2
o 24 students
o 1 teacher
Instruments
o Family member and school staff survey 1:
o Will be given prior to action research
o Assess how the adults in the students lives handle problematic situations
and ability to model good character
o Student Survey 2:
o Will be given to both classrooms prior to action research
o Evaluate their practices of displaying good character
o Assess the type of individual each student is
o Student Survey 3:
o Will be given to classroom 1 following the action research
o Asses themselves as participants of good character
o Asses students thoughts on Character Ed
References
Barton, P.E., Coley, R.J., & Wenglinsky, H. (1998). Order in the Classroom: Violence, Discipline and Student
Achievement. Policy Information Center:Research Division. Princeton, NJ:Educational Testing Service.
Retrieved from Key to Saferschools:
http://www.keystosaferschools.com/Reports/Order%20in%20the%20ClassroomViolence,%20Discipline.pdf
Brannon, D. (2008). Character Education: It's a Joint Responsibility. Kappa Delta Pi Record, 44(2), 62-65.
Retrieved from ERIC: 2816294
Brimi, H. (2009). Academic Instructors or Moral Guides? Moral Education in America and the Teacher’s
Dilemma. Clearing House, 82(3), 125-130. Retrieved from Academic Search Complete: 35608363
Bryan, L. (2005). Once Upon a Time: A Grimm Approach to Character Education. Journal of Social Studies
Research, 29(1), 3-6. Retrieved from ERIC 161376614
Butler-Banks, C. (2010, February 4,). PRIDE in school and self: Waterloo Middle School uses character
education to improve academics. New York Teacher, LI(9), 18-19
Bulach, C. (2002). Implementing a Character Education Curriculum and Assessing Its Impact on Student
Behavior. Clearing House, 76(2), 79. Retrieved from ERIC:9270870
Celia E..J., & Anstine, R.T. (1999). Promoting Peace in a Place Called School. Learning Environments
Research, 2(1), 65-77. Retrieved from Education Research Complete database: AN9778787
Davis, D. (2006). Character Education in America's Public Schools. Journal of Church & State, pp. 5-14.
Retrieved from Academic Search Complete database :20335495
Davis, M. (2003). What's Wrong with Character Education?. American Journal of Education, 110(1), 32-57.
Retrieved from ERIC: 12218539
References
Ellenwood, S. (2006). Revisiting Character Education: From McGuffey to Narratives. Journal of Education,
187(3), 21-43. Retrieved from Academic Search Complete database: 25387945
Gable, R., Hester, P., Hester, L., Hendrickson, J., & Sze, S. (2005). Cognitive, Affective, and Relational
Dimensions of Middle School Students: Implications for Improving Discipline and Instruction. Clearing
House: A Journal of Educational Strategies, Issues and Ideas, 79(1), 40. Retrieved from ERIC database:
EJ725133
Goodman, J. F. (2007). School Discipline, Buy-In and Belief. Ethics and Education, 2(1). Retrieved from ERIC
Database: EJ815028.
Landau, B., & Gathercoal, P. (2000). Creating Peaceful Classrooms. Phi Delta Kappan, 81(6), 450. Retrieved
from ERIC:2770170
McArthur, J.R. (2002). The Why, What, and How of Teaching Children Social Skills. Social Studies, 93(4), 183185. Retrieved from ERIC database:EJ770138
Milliren, A., & Messer, M.. (2009). "Invitations" To Character. Journal of Invitational Theory & Practice,15,
19-31. Retrieved from ERIC: 48480767
Milson, A., & Mehlig, L. (2002). Elementary School Teachers' Sense of Efficacy for Character Education.
Journal of Educational Research, 96(1), 47. Retrieved from Academic Search Complete database :7254975
Public Agenda, and Common Good. (2004). Teaching Interrupted: Do Discipline Policies in Today’s Public
Schools Foster the Common Good?. Public Agenda. Retrieved from:
http://commongood.org/assets/attachments/29.pdf
References
Rynders, L. (2006). If You Matter to Someone, There is Always a Glimmer of Hope. Reclaiming Children &
Youth, 14(4), 215.217. Retrieved from Academic Search Complete:19719036
Sanchez, T. (2006). Harry Truman and The Atomic Bomb: An Excursion into Character Education through
Storytelling .American Secondary Education, 35(1), 58-65. Retrieved from Academic Search Complete
database: 23130772
Skaggs, G., & Bodenhorn, N. (2006). Relationships Between Implementing Character Education, Student
Behavior, and Student Achievement. Journal of Advanced Academics, 18(1), 82-114. Retrieved from
Academic Search Complete database:24105373
Smith, C.J. (2001). School Discipline and Classroom Management: A Must for Improved Instruction. Walden
University Cyberspace Chapter of PDK International. Retrieved from Walden PDK on March 19, 2010:
http://waldenpdk.org/newsletters/Smith_SchoolDiscipline.html
Vardin, P. (2003). Character Education In America. Montessori Life, 15(2), 32-34. Retrieved from
ERIC:31806262
Varnham, S. (2005a). Seeing Things Differently: Restorative Justice and School Discipline. Education and the
Law, 17(3), 87-104. Retrieved from ERIC database: EJ820184
Varnham, S. (2005b). Citizenship in schools: the gap between theory and practice. Education & the Law,
17(1/2), 53-64. Retrieved from ERIC:18290062
Winton, S. (2008). The appeal(s) of character education in threatening times: caring and critical democratic
responses. Comparative Education, 44(3), 305-316. Retrieved from Academic Search Complete:33418603
Appendix A
Parent/Guardian Consent Form
Dear Parent/ Guardian,
My name is Jacqueline Holzer and I am currently a graduate student at Brooklyn
College. I am conducting a research for my thesis class on Character Education. In order
to conduct this research I am seeking permission to include you and your child in my
study. If you chose to participate I will ask you and your child to complete surveys
throughout the research. Your child will participate in class discussions and activities
pertaining to character education.
All information will be kept confidential and student identify along with school
information will remain anonymous.
---------------------------------------------------------------------------------------------------------------Please Sign and Return
Child’s name______________________________________________
( ) I give my child permission to participate in this anonymous research study.
( ) I do not give my child permission to participate in this anonymous research study.
Parent/Guardian signature-________________________________ Date____________
Appendix B
Parent and Staff Survey 1
Questions
I am usually
comfortable discussing
issues of right and
wrong with my
students/child
When a child has been
exposed to negative
influences at home, I
do not believe that I
can do much to impact
that child’s character
I am confident in my
ability to be a good
role model
Teachers are usually
not responsible when a
child becomes more
courteous
When a student shows
greater respect for
others, it is usually
because teachers have
effectively modeled
that trait
I am usually at a loss
as to how to help a
child be more
responsible
Strongly agree
Agree
Disagree
Strongly disagree
Undecided
Appendix B
Parent and Staff Survey 1 continued…
Questions
I know how to use
strategies that might
lead to positive
changes in students’
character
I am not sure that I
can teach my
students/child to be
honest
When students
demonstrate diligence
it is often because
teachers have
encouraged the
students to persist with
tasks
Teachers who spend
time encouraging
students to be
respectful of others
will see little change in
students’ social
interaction
When I have a student
who lies regularly, I
can usually convince
him/her to stop lying
Strongly agree
Agree
Disagree
Strongly disagree
Undecided
Appendix B
Parent and Staff Survey 1 continued…
Questions
Some students will not
become more
respectful even if they
have had
teachers/parents who
promote respect
If students are
inconsiderate, it is
often because
teachers/parent have
not sufficiently
modeled this trait
If responsibility is not
encouraged in a child’s
home, teachers will
have little success
teaching this trait at
school
I often find it difficult
to persuade a student
that respect for others
is important
When a student
becomes more
compassionate, it is
usually because
teachers have created
a caring classroom
environment
Strongly agree
Agree
Disagree
Strongly disagree
Undecided
Appendix B
Parent and Staff Survey 1 continued…
Questions
Strongly agree
Agree
Disagree
Strongly disagree
Undecided
Teaching students
what honesty is results
in students who are
most honest
Teachers are often at
fault when students
are dishonest
Teachers who
encourage
responsibility at school
can influence students’
level of responsibility
outside of school
I am continually
finding better ways to
develop the character
of my students/child
Milson, A., & Mehlig,L. (2002). Elementary School Teachers’ Sense
of Efficacy for Character Education. Journal of Educational Research,
96(1), 50-51